Download 6-4 Weather

Academic Standard 6-4
6-4
Topic: Earth’s Atmosphere and Weather
The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Key Concepts:
Atmospheric layers: troposphere, stratosphere, mesosphere, thermosphere, exosphere;
Air pressure;
Water cycle: precipitation, evaporation, transpiration, condensation, surface-water flow,
groundwater flow;
Clouds: cumulus, cirrus, stratus; cumulonimbus, fog
Air movement: air masses, fronts, low pressure system, high pressure system;
Storms: thunderstorms, hurricanes, tornadoes;
Weather tools: wind speed-anemometer, wind direction-wind vane, air temperature-thermometer,
humidity-sling psychrometer, air pressure-barometer;
Weather prediction: meteorologist, weather map, station model, isobar, isotherm, satellites, radar;
Solar energy: greenhouse effect;
Convection: tropical, temperate, polar convection regions, land and sea breezes, warm and cold
ocean surface currents, climate;
Global winds: trade winds, westerly winds, polar winds;
Jet stream
Indicators:
6-4.1 Compare the composition and structure of Earth’s atmospheric layers (including the
gases and differences in temperature and pressure within the layers).
Taxonomy level: 2.6-B Understand Conceptual Knowledge
Previous/future knowledge: Students have not been introduced to the concepts of Earth’s
atmosphere and its layers in previous grades. Air pressure is also a new concept. Students have
encountered a study of moving “air” in 2nd and 4th grade and a study of gases in 3rd grade. These
previous experiences can aide the study of the atmosphere here.
It is essential for students to know that Earth’s atmosphere is the layer of gases that surrounds the
planet and makes conditions on Earth suitable for living things.
Atmospheric
Layers
Earth’s atmosphere is divided
into several different
atmospheric layers extending
from Earth’s surface outward:
 the troposphere, where all
weather occurs
 the stratosphere, where the
ozone layer is contained
 the mesosphere
 the thermosphere
 the exosphere
Earth’s
Surface
Space
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Academic Standard 6-4
Atmospheric
Gases
Nitrogen and Oxygen
Ozone
Water vapor and
Carbon dioxide
Trace gases, for example argon
Topic: Earth’s Atmosphere and Weather
 the two most common gases;
found throughout all the
layers
 a form of oxygen found in
the stratosphere
 important gases for weather
conditions; found in the
troposphere
 play an insignificant role
Atmospheric
Temperatures
Differences in temperature
separate the layers.
 As altitude increases,
temperature decreases in the
troposphere
 The stratosphere is cold
except in its upper region
where ozone is located
 The mesosphere is the
coldest layer
 Even though the air is thin in
the thermosphere, it is very
hot
 The cold regions of outer
space extend from the
exosphere
Atmospheric
Pressure
The air pressure, the force
exerted by the gases pushing on
an object, is greatest near the
surface of Earth, in the
troposphere.
 Air pressure decreases
through the layers farther
out from the surface as
Earth’s pull of gravity
decreases.
Troposphere
pressure
decreases
Exosphere
It is not essential for students to know the exact distance between each layer or the temperatures
of the layers. The chemistry of the different gas particles, e.g. H2 - element, CO2 – compound is not
expected at this grade level. They do not need to compare the properties of pure air with air
containing particulate matter and unnatural gases, polluted air.
Assessment Guidelines:
The objective of this indicator is to compare the layers of Earth’s atmosphere by structure and the
properties of gas composition, temperature difference, and air pressure; therefore, the primary focus
of assessment should be to compare one layer to the others. However, appropriate assessments
should also require students to identify common gases or the layer where weather occurs; recall
where the ozone layer is located; or classify by sequencing the layers.
2
Academic Standard 6-4
Topic: Earth’s Atmosphere and Weather
6-4.2 Summarize the interrelationships among the dynamic processes of the water cycle
(including precipitation, evaporation, transpiration, condensation, surface-water flow,
and groundwater flow).
Taxonomy level: 2.4-B Understand Conceptual Knowledge
Previous/future knowledge: Students have studied the water cycle process in 4th grade (4-4.1) and
the formation of clouds (4-4.2). Students have also studied the physical properties of the states of
matter in 5th grade (5-4.2). The addition of transpiration and the two areas of run-off are new
information.
It is essential for students to know that water is always moving between the atmosphere
(troposphere) and surface of Earth. Students must be able to summarize all components of the
water cycle process:
Evaporation/
Transpiration Water enters the atmosphere as water vapor through evaporation and transpiration,
plants releasing water vapor.
Condensation Condensation happens in the atmosphere. Clouds form as a result of condensation.
Precipitation After condensation occurs allowing for the forming of clouds, water droplets fall in
various forms of precipitation – rain, snow, freezing rain, sleet, or hail, depending
upon weather conditions. Temperature variations within clouds and/or within the
region between the cloud and Earth allows for the various forms of precipitation
Run-off
If precipitation falls on land surfaces, it always attempts to move back toward sea
level as surface-water flow or groundwater flow. The surface that receives the
precipitation determines its flow back towards sea level. Examples are:
 Water will remain on the surface when the surface is not porous or the
precipitation is falling too fast for the water to sink into the ground.
 Water will sink into the ground when the surface is porous and there is lots of
space in the soil to hold the water.
It is not essential for students to know what happens to the individual water particles as they
change from one state of matter to another.
Assessment Guidelines:
The objective of this indicator is to summarize the water cycle; therefore, the primary focus of
assessment should be to generalize the parts of the water cycle. However, appropriate assessments
should also require students to identify parts of the cycle; compare one part of the cycle with
another; or illustrate parts of the cycle using words, drawings, diagrams, or symbols.
3
Academic Standard 6-4
Topic: Earth’s Atmosphere and Weather
6-4.3 Classify shapes and types of clouds according to elevation and their associated weather
conditions and patterns.
Taxonomy level: 2.3-A, B Understand Conceptual Knowledge
Previous/future knowledge: Students have been introduced to the three basic shapes of clouds in
4th grade (4-4.2) but not to elevation nor the associated weather conditions and patterns.
It is essential for students to know that clouds that form from condensation of water vapor are
classified by a basic shape. Students must be able to classify the following clouds:
Cumulus
Clouds formed at medium or low elevation; puffy, lumpy-looking clouds that usually
signal fair weather,
Cirrus
Clouds formed at high elevations; wispy clouds usually consisting of ice crystals that
signal fair weather – may also signal an approaching warm front,
Stratus
Clouds formed at medium or low elevation; spread out layer upon layer covering a
large area - as stratus clouds thicken, precipitation usually occurs over that area.
Many clouds are combinations of the three basic shapes. Prefixes and suffixes are added to name
some of these clouds. Combinations of those shapes can be used with nimbus, which means “rain”,
for example, cumulonimbus or nimbostratus. A cumulonimbus cloud, also called a thunderhead, is
often part of thunderstorm conditions that may accompany a cold front. The prefix alto may also be
used to indicate clouds formed at 2-6 kilometers up into the atmosphere, for example, altocumulus
or altostratus. Clouds that form at or near the ground are called fog. Students should be able to
combine the basic shape name and prefix or suffix as clues to the weather conditions that may
result.
When students also understand the interactions of warm and cold air masses along frontal
boundaries, the type of clouds that form can help identify or predict the type of front. This cloud
information now becomes part of the understanding of weather systems in the atmosphere.
It is not essential for students to know the details of cloud formation – condensation nuclei and
dew point. Knowing the numerous combinations of cloud names is also not essential.
Assessment Guidelines:
The objective of this indicator is to classify clouds by shape, by type that may include combination
names and prefix/suffixes added to the basic name, and also by weather conditions or patterns in the
weather that are associated with that type of cloud; therefore, the primary focus of assessment
should be to determine the cloud category based on the description. However, appropriate
assessments should also require students to recognize a cloud type based on description; illustrate
cloud shapes or types through pictures or words; or compare weather conditions associated with
cloud types.
4
Academic Standard 6-4
Topic: Earth’s Atmosphere and Weather
6-4.4 Summarize the relationship of the movement of air masses, high and low pressure
systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and
tornadoes) and other weather conditions.
Taxonomy level: 2.4-B Understand Conceptual Knowledge
Previous/future knowledge: Students have been introduced to the conditions, effects, and safety
issues of severe storms in 4th grade (4-4.4) but not to their relationships with fronts and lowpressure systems. Using these concepts to make predictions is a future application at the high school
level.
It is essential for students to know that the interactions between air masses, fronts and pressure
systems result in various weather conditions.
Students must be able to summarize the characteristics of:
Air masses
Are huge bodies of air that are formed over water or land in tropical or polar regions.
Because the focus is on the movement of air masses, temperature and humidity
conditions (for example, warm or cold air, humid or dry air) within the air masses as
they form is important to resulting weather conditions when air masses move.
Fronts
As these air masses move and collide with each other, fronts form at the boundaries
between the air masses. Depending upon the air masses involved, a warm front, cold
front, stationary front, or occluded front can develop.
 The characteristics of the four types of fronts result from the characteristics of the
air masses that collide. Students need to know how the air masses affect the
movement of the fronts and the weather conditions that accompany the fronts, for
example, storms.
High/Low Pressure
Systems
Warm air rising or cold air sinking combined with the spinning of Earth causes the
air to spin forming high and low pressure regions.
 High pressure systems usually signal more fair weather with winds circulating
around the system in a clockwise direction.
 Low pressure systems with counterclockwise circulating winds often result in
rainy and/or stormy weather conditions.
Storms
Severe weather conditions called storms occur when pressure differences cause rapid
air movement. Conditions that bring one kind of storm can also cause other kinds of
storms in the same area.
 Thunderstorm is storm with thunder, lightning, heavy rains and strong winds;
form within large cumulonimbus clouds; usually form along a cold front but can
form within an air mass;
 Tornado is a rapidly whirling, funnel-shaped clouds that reaches down from a
storm cloud; the very low pressure and strong winds can cause great damage to
people and property; are likely to form within the frontal regions where strong
thunderstorms are also present;
 Hurricane is a low pressure tropical storm that forms over warm ocean water;
winds form a spinning circular pattern around the center, or eye, of the storm; the
lower the air pressure at the center, the faster the winds blow toward the center of
the storm.
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Academic Standard 6-4
Topic: Earth’s Atmosphere and Weather
Other Weather
Conditions
Since weather is a condition of Earth’s atmosphere at any time, weather conditions
may include fair weather, showers or light rain, humid conditions, clear skies with
cold conditions, days of clouds and precipitation, or others that do not necessarily
involve storms.
It is not essential for students to know the specific names of all the air masses. The specifics of
the formation of severe low-pressure storms for example, tornadoes and hurricanes are not
necessary.
Assessment Guidelines:
The objective of this indicator is to summarize major points about the relationships of air masses,
high and low pressure systems and fronts and relate that information to storms and other weather
conditions; therefore, the primary focus of assessment should be to generalize using these factors in
their relationship to weather conditions. However, appropriate assessments should also require
students to interpret a diagram or description of a front; compare the weather conditions resulting
from the various factors; or predict the weather condition(s) based on various factors.
6
Academic Standard 6-4
Topic: Earth’s Atmosphere and Weather
6-4.5 Use appropriate instruments and tools to collect weather data (including wind speed
and direction, air temperature, humidity, and air pressure).
Taxonomy level: 3.2-C Apply Procedural Knowledge
Previous/future knowledge: Only the barometer and sling psychrometer are new instruments to
the study of weather. The others were introduced and used in 2nd and in 4th grade. (See 2-1.2,
2-3.4, 4-1.2, 4-4.5) This indicator also relates to a scientific inquiry indicator (6-1.1).
It is essential for students to know that in order to understand the conditions in weather systems
and be able to make weather forecasts as precise as possible, weather data must be accurately
collected. Students must be able to use and accurately measure using the following instruments:
Anemometer Wind speed is measured with an anemometer.
Wind vane
Wind direction with a wind-weather vane. Wind direction is described by the
direction from which the wind is blowing.
Thermometer Air temperature is read using a thermometer.
Sling
Psychrometer Humidity, the amount of water vapor in the air (specifically relative humidity), is
obtained by using a wet-dry bulb, two-thermometer instrument known as a sling
psychrometer.
Barometer
Air pressure is measured using a barometer.
Rain gauge
Another instrument (introduced in earlier grades) used for measuring precipitation
amounts is the rain gauge.
Since this is an application-procedural indicator, students must have experience gathering weather
data using these instruments.
 Students should fundamentally know how each instrument works and how to “read” the
instrument accurately.
 Students should know how to determine relative humidity from the wet-dry bulb readings using
a relative humidity table.
 Students should collect air pressure data as recorded by the National Weather Service in the unit
millibars, but they should also understand the reading in inches of mercury.
It is not essential for students to make any of these instruments; they need to use them to collect
weather data accurately.
Assessment Guidelines:
The objective of this indicator is to use instruments to collect weather data; therefore, the primary
focus of assessment should be to apply a procedure to the tool that would be needed to measure
wind speed, wind direction, air temperature, humidity, and air pressure. However, appropriate
assessments should also require students to identify weather instruments that measure certain
weather conditions; interpret the reading on the instrument for accurate data; or interpret the scale
on weather instruments.
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Academic Standard 6-4
Topic: Earth’s Atmosphere and Weather
6-4.6 Predict weather conditions and patterns based on weather data collected from direct
observations and measurements, weather maps, satellites, and radar.
Taxonomy level: 2.5-B Understand Conceptual Knowledge
Previous/future knowledge: Recording and predicting weather using these weather maps, satellite
images, and radar is new to this grade – some foundational concepts were given in 4th grade (4-4.6).
Fourth grade did not use these tools to predict weather.
It is essential for students to know that making visual observations and using the above
instruments (6-2.5) to directly measure and collect data on a regular basis, allows for the
development of patterns in weather conditions from the analyzed data.
 Using the weather data collected directly during classroom investigations over a period of
time and/or from out of the classroom sources, the students should be able to make some
basic weather predictions.
As similar weather data leads to similar weather conditions, meteorologists can make weather
predictions / forecasts from the data.
 Students should read weather maps that include barometric isobars and temperature
isotherms, along with high and low pressure centers and the movement of frontal
boundaries, in order to track weather systems as they move across Earth and make some
basic predictions.
 Students should be able to read weather data symbols as given on weather maps,
precipitation symbols, and basic weather station model information.
 Station model: 85
cloud cover, temperature (F), wind direction & speed,
precipitation


Students should be able to use data on hurricane’s position to trace the path of the hurricane
and use that track to make predictions concerning the possible warnings to land areas in the
hurricane’s path.
Satellite images should be used for seeing cloud patterns and movements. Radar images can be
used to detect rainfall location, intensity, and movement, as well as the potential for severe weather
and even tornadoes.
It is not essential for students to draw weather maps.
Assessment Guidelines:
The objective of this indicator is to predict weather conditions based on information gathered;
therefore, the primary focus of assessment should be to take the presented material from direct
observations and measurements, from weather maps, satellite images, and radar and use that
information to show what might happen to local or national weather conditions. However,
appropriate assessments should also require students to interpret a weather map, station model, or
hurricane tracking map; compare a series of weather maps to show patterns or weather system
movement; or identify weather symbols commonly found on weather maps.
8
Academic Standard 6-4
Topic: Earth’s Atmosphere and Weather
6-4.7 Explain how solar energy affects Earth’s atmosphere and surface (land and water).
Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/future knowledge: This indicator contains new conceptual material. It can be reinforced
with concepts in standard 6-5 where solar energy sources and properties are identified (6-5.1), where
energy transformation is explained (6-5.2) and where heat energy transfer is illustrated (6-5.5). In
high school Earth Science students will further study the effects human activities have had on the
atmosphere due to excess greenhouse gases, ozone depletion, and photochemical smog (ES-4.7)
It is essential for students to know that the driving energy source for heating of Earth and
circulation in Earth’s atmosphere is solar energy. Students need to know that:
 Some of the Sun’s energy coming through Earth’s atmosphere is reflected or absorbed by
gases and/or clouds in the atmosphere;
 Solar energy that is absorbed by Earth’s land and water surfaces is changed to heat that
moves/radiates back into the atmosphere (troposphere) where gases absorb the heat, a
process known as the greenhouse effect;
 The land heats up and releases its heat fairly quickly, but water needs to absorb lots of solar
energy to warm up; this property of water allows it to warm more slowly but also to release
the heat energy more slowly. It is the water on Earth that helps to regulate the temperature
range of Earth’s atmosphere.
Students should understand this explain indicator as cause and effect; solar energy has certain
effects on Earth’s atmosphere, on the land surfaces, and on water.
 The effect of solar energy on land may be investigated on different types of surfaces and/or
colors of surfaces.
It is not essential for students to know the electromagnetic spectrum as part of solar (radiant)
energy. Students do not have to explain the greenhouse effect in its negative terms based on excess
greenhouse gases in the atmosphere.
Assessment Guidelines:
The objective of this indicator is to explain the effects of solar energy; therefore, the primary focus
of assessment should be to construct cause and effect models of solar energy’s impact on Earth’s
atmosphere and on the land and water surfaces. However, appropriate assessments should also
require students to summarize the process known as the greenhouse effect; or identify factors in the
atmosphere that would either reflect or absorb solar energy.
9
Academic Standard 6-4
Topic: Earth’s Atmosphere and Weather
6-4.8 Explain how convection affects weather patterns and climate.
Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/future knowledge: This indicator contains new conceptual material. It can be reinforced
with concepts in standard 6-5.6 where heat energy transfer is illustrated.
It is essential for students to know that because warm air near Earth’s surface rises and then cools
as it goes up, a convection current is set up in the atmosphere. There are three atmospheric
convection areas in the northern hemisphere and three in the southern hemisphere.
Students will focus their understanding on the northern hemisphere convection regions:
 the tropical convection region begins at the equator and extends to the about 30 degrees
north latitude;
 the temperate region extends from there to about 60 degrees north latitude, and
 the polar region extends from there to the north pole, 90 degrees north latitude.
Students should understand convection on a global scale in the atmosphere, the cause of global
winds, and therefore the mover of weather systems in particular directions, and on surface ocean
currents.
 Due to the spinning of Earth, the weather systems in these regions move in certain directions
because the global wind belts are set up (6-4.9).
 On a smaller scale, convection currents near bodies of water can cause local winds known as
land and sea breezes.
 The surface currents of Earth’s oceans that circulate warm and cold ocean waters in
convection patterns also influence the weather and climates of the landmasses nearby.
The warm Gulf Stream current water influences the eastern Atlantic shoreline of the United
States, while the cold California current influences its western Pacific shoreline.
Because of the unequal heating of Earth, climate zones (tropical, temperate, and polar) also occur.
 Since temperature is a major factor in climate zones, students should relate climate to the
convection regions at various latitudes, to temperature differences between the equator and
the poles, and also to warm and cold surface ocean currents.
Students should understand this explain indicator as cause and effect; convection has certain effects
on weather patterns and on climate.
It is not essential for students to locate, classify, or identify the characteristics of various global
climate regions. This indicator is not a complete study on the conditions related to climate. Climate
is only related as an effect of global convection. How the Coriolis Effect influences each global
wind belt region is also not essential for this indicator.
Assessment Guidelines:
The objective of this indicator is to explain the effects of convection on Earths weather and also on
climate; therefore, the primary focus of assessment should be to construct cause and effect models
of convection’s impact on Earth’s convection regions, global winds, ocean surface currents, and
climate. However, appropriate assessments should also require students to interpret diagrams
related to convection; compare convection regions to the global wind belts; or identify the
convection regions or ocean currents that influence climate along the coasts of the United States.
10
Academic Standard 6-4
Topic: Earth’s Atmosphere and Weather
6-4.9 Explain the influence of global winds and the jet stream on weather and climatic
conditions.
Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/future knowledge: This indicator contains new conceptual material. Students will
expand on this knowledge in high school Earth Science as they then develop understanding of the
Coriolis Effect and also look at the causes and evidence for global climate changes. Student will
also then study geographic influences attributed to global climate patterns.
It is essential for students to know that because convection cells are in place in the atmosphere
and Earth is spinning on its axis, global winds are found in each convection region. Students need
to understand the global wind belt regions, the prevailing direction of the winds, and how air
movement in these large regions affects weather conditions.
Global
winds:
 The trade winds blow from east to west in the tropical region moving warm
tropical air in that climate zone.
 The prevailing westerly winds blow from west to east in the temperate region.
The temperate zone temperatures are affected most by the changing seasons, but
since the westerly wind belt is in that region, the weather systems during any
season move from west to east. Since the United States is in the westerly wind
belt, the weather systems move across the country from west to east.
 Tropical weather systems, for example, hurricanes, are moved in the prevailing
direction of the trade winds. If they enter the westerly wind belt, they are often
turned, and move in the direction of that prevailing system.
 The polar winds blow northeast to west in the polar region moving cold polar air
in that climate zone from the poles toward the west.
Students need to know what the jet stream is in comparison to global winds (not what causes it), and
how its speed and wavy movement affects weather systems in its path.
Jet stream:
 Is a fast-moving ribbon of air that moves around the globe of Earth. It dips and
bends and constantly changes positions.
 As these changes occur, air masses and weather systems in its path are moved
along by the fast moving air.
 The polar jet stream can bring down cold polar conditions from the north.
 The subtropical jet stream can bring warm tropical conditions from the south (in
the northern hemisphere).
Students should understand this explain indicator as cause and effect; both global winds and the jet
stream, have certain effects on weather and climate conditions.
It is not essential for students to explain the cause of the jet stream or the global wind belts, nor
the Coriolis effect. The effects of latitude, topography, and elevation on climate patterns are not
included in this indicator.
11
Academic Standard 6-4
Topic: Earth’s Atmosphere and Weather
Assessment Guidelines:
The objective of this indicator is to explain the effects of the global winds and the jet stream on
Earth’s weather and climate; therefore, the primary focus of assessment should be to construct cause
and effect models of global winds influencing weather and climate and also the jet stream as it
moves weather systems. However, appropriate assessments should also require students to interpret
diagrams related to global winds or the jet stream; compare the weather systems within the global
wind belts; or identify the wind belts and their prevailing wind directions.
12
Academic Standard 6-4
Topic: Earth’s Atmosphere and Weather
Supporting Web Content
Windows To The Universe: Layers of the Earth’s Atmosphere
http://www.windows.ucar.edu/tour/link=/earth/Atmosphere/layers.html&edu=mid
Diagrams and text are used in this website to explain the five layers of the Earth’s Atmosphere
Indicators: 6-4.1
NOAA- Jetstream-An Online School for Weather
Layers of the Atmosphere
http://www.srh.noaa.gov/srh/jetstream/atmos/atmos_intro.htm
Using diagrams and text, this website explains the layers of the Atmosphere
Indicators: 6-4.1
The Water Cycle
http://www.fergusonfoundation.org
This interactive website uses diagrams and text to explain the stages of the water cycle. From homepage go to “kids zone”.
Indicators: 6-4.2
Environmental Agency
Water Cycle- Walter Droplet Explains the Water Cycle
http://www.national-aquarium.co.uk/interactive/water.asp
Through animations with sound this website explains the states of the water cycle.
Indicators: 6-4.2
University of Illinois
Cloud Types
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/cldtyp/home.rxml
Using photos and text, this website would be an excellent teaching tool to help students classify
clouds.
Indicators: 6-4.3
NOAA- Jetstream- An Online School for Weather
Air Masses & Fronts
http://www.srh.weather.gov/srh/jetstream/synoptic/airmass.htm
This website would be useful in teaching the basic characteristics of air masses and front.
Indicators: 6-4.4
The Weather Channel
http://www.weather.com
This site provides current weather maps of the United States and local forecasts. It also provides
hurricane tracking.
Indicators: 6-4.6
13
Academic Standard 6-4
Topic: Earth’s Atmosphere and Weather
Suggested Literature
Elsom, Derek (1997) Weather Explained: A Beginner’s Guide to the Elements. Holt
ISBN: 0-8050-4875-8
This beginner’s guide captures your attention from the opening overview of weather through
sections on the world’s changing climate. The information and the inviting format of this book
make it required reading for anyone curious about the weather.
Indicators: 6-4.8
Lauber, Patricia (1996) Hurricanes: Earth’s Mightiest Storms. Scholastic
ISBN: 0-590-47406-5
This book is an amazing work that uses narrative very effectively in weaving the story of these
powerful storms.
Indicators: 6-4.4
Kahl, Jonathan D. W. (1996) Weather Watch: Forecasting The Weather. Lerner
ISBN: 0-8225-2529-1
This book, written by a meteorologist, provides a clear, fact-filled survey of methods for observing,
analyzing, and forecasting the weather. It includes directions for building a weather station using
common objects.
Indicators: 6-4.5
Scholastic Atlas of Weather. (2004) QA International Scholastic Reference
ISBN: 0-439-41902-6
This book explains the ABC’s of weather including dust storms, hail, hurricanes, volcanoes, global
warming, pollution, and the technology and tools meteorologists use.
Indicators: 6-4.4, 6-4.5
Suggested Data Streaming Videos
Water Smart: The Sun, Water, And Climate (ETV Streamline SC)
All Segments (15.01)
This video explains the water cycle and goes beyond by encouraging students to become aware that
the water cycle is far-reaching, never-ending and crucial to life.
Indicators: 6-4.2
Exploring Weather: Severe Weather (ETV Streamline SC)
All Segments (18:07)
This program discusses the severe weather conditions that can be threatening to people and
property. Thunderstorms, tornadoes, and hurricanes are highlighted in this video.
Indicators: 6-4.4
Weather Smart: Forecasting and Weather Instruments (ETV Streamline SC)
All Segments (15:00)
This program shows the basics of weather forecasting. Students will learn about the symbols used
on weather maps. The tools and instruments that meteorologists use to detect and measure clouds,
precipitation, temperature, humidity and pressure are explored.
Indicators: 6-4.5
14
Academic Standard 6-4
Topic: Earth’s Atmosphere and Weather
Rain or Shine: Understanding the Weather (ETV Streamline SC)
All Segments (15:00)
This program shows how weather predictions are made possible. Uneven air heating is analyzed.
Cool and warm air masses (also called high and low pressure systems) are located on satellite
photos and tracked. Cold fronts and warm fronts are explained.
Indicators: 6-4.4, 6-4.6
Earth Science: Weather and Climate (ETV Streamline SC)
Segments: How the Energy of Large Cities Affects Weather and Climate (3:19)
This segment is about global warming and how the balance of greenhouse gases is vital in
regulating the temperature of the Earth. Also it shows how humans may be disturbing this delicate
balance, creating the greenhouse effect and what can be done about it.
Indicators: 6-4.7
Career Connections
Meteorologist:
The largest percentage of meteorologists predict the weather. Some even become television
personalities, sharing their predictions on nightly newscasts. To make accurate forecasts, the
meteorologist must examine air pressure, temperature, humidity, and wind velocity within the
context of physics, mathematics, and known patterns. Satellites, radar, and weather stations placed
in strategic locations provide the data the meteorologist needs to do his job. A meteorologist’s job is
important because not only does the general public rely on the information he provides, but safety
issues come into play as industry makes decisions based on the weather. These decisions involve
travel, events, and employee safety.
Hurricane Trackers
The more we know about how strong the hurricane is, how fast it's going, and where it will hit, the
more we can protect ourselves. This is the job of hurricane trackers at places like the National
Hurricane Center and the Federal Emergency Management Agency. Hurricane trackers get pictures
from satellites, and hurricane hunting airplanes fly right into the middle, or the "eye," of the
hurricane to measure the size and strength of the storm. They also use weather ships and buoys that
float in the water and send radio signals about what's going on with the wind and the water.
Hurricane trackers like helping to save people's lives and homes. They especially like the challenge
of fighting the storm, using math and computers against the power of rain and wind.
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